Eve Thirkle asked:
"Where would you expect to see validity and rigour from a first person approach?"
Rigour was ensured by triangulation of data, multiple data collection methods and sources and clearly stated researcher views and assumptions. I also sought other voices, especially those expressing disagreement, and divergent views. I used a variety of other data sources in addition to a learning journal and I placed much of the journal on-line where others saw it and added their comments and insights to it.
Gathering feedback on my practice in an on-line environment has its own challenges. The search for divergent voices can become very difficult in the text based world of on-line interaction. It often seems if people disagree they are far more likely to move on or remain silent. I used a variety of data collection methods to elicit responses both on-line and in my school setting. Dick (2002)(1) suggests that the use of varied data collection methods and sources can help to improve rigour through triangulation.
McNiff (2) recommends the use of a 'validation group' in first person research. This allows the researcher to check their subjective interpretation of events or data against that of others. I had originally hoped that the Classroom Displays Research Group that I set up on Flickr and which drew its membership from 8 of the most frequent posters of images of displays would act in this way. This group largely failed, people were hesitant to post to it. I think this is partly due to the low level of personal relationship I was able to build up with them in the on-line environment in the short time available. However, when the people from the group were contacted individually by e-mail I did receive some useful replies. By the time of the on-line exhibition 6 of the group members were happy to contribute to my feedback.
One of my main sources of external validation was the input of my 'critical friend' Andy Roberts. The role of the critical friend is to be a sort of reality check. He listened to my ideas and reflections and through probing questioning and reflective conversation often helped me to dig deeper. I used these conversations to help me to monitor the quality of on-going research.
The researcher's exploration of their values and assumptions can be seen as a valid part of the action research process. This is especially true in the case of first person research. I examined my assumptions in the research proposal. The process had its roots in my Year 1 PDP plan and was also part of my Year 2 PDP. This was where I first identified my deeper values as I struggled to see what it was I thought was important to explore and learn via my action research projects in my third year.
(see appendix 1 - diagram3 Values 1)
As my research proceeded I continued to reflect and explore my values and assumptions in my learning journal to ensure that the criteria I set for judging my research were valid, that in McNiff's terms I had thought
" about what is important for your practice and what drives it."
Because:
" The things you believe are important (your values) become your criteria."
This led to some confusion, as in one version of my account of the research I failed to to explain my reasons for including values clearly enough. This was not a move away from my research questions, a change of focus. It was rather part of an examination of my own underpinning assumptions as I struggled to ensure that at my actions were moving me in the direction of what McNiff calls 'lived values'.
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(1) Dick, B. (2002) Rigour in action research. Session 6 of Areol - action research and evaluation on line.
URL http://www.scu.edu.au/schools/gcm/ar/areol/areol-session06.html
(2)McNiff , J.( 2002), Action research for professional development, Concise advice for new action researchers. Available,
URL: http://jeanmcniff.com/booklet1.html Last accessed 24/4/06
(3) Andy Roberts has been my peer review partner since year 1 of the degree. He has many years experience of facilitating on-line communities.
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